V ^^- ■% -^ysi^y .^''''\ .,^^. _^. _ . <^^°<^ ^^ * o „ ' <^ a5°^ .^^. ^^ ^^ .>Va<'. ^^Z :^^'' ^^ ^ ITS _D n GEOGRAPHIC FACTORS IN AMERICAN HISTORY SIOUX CITY, IOWA 1917 i Class Book >-^^ ir ShtN" .: n COEflRIGHT DEPOSIT, Geographic Factors IN AMERICAN HISTORY A Laboratory Manual to Accompany the Study of United States History By H. A. BONE Principal Sioux City High School Sioux City, Iowa 1917 Print Shop: Ye Highe Schoole Sioux City, Iowa Copyright. 1917, by H. A. Bone. DEC II 1917 yu I FOREWORD TO TEACHERS There are many striking analogies between the devel- opment of a child and the development of a people. Some contend that heredity is practically the only factor to be considered in the develo|)ment of a child or a race. They hold that family or ethnic stock is the determining factor, that blood is the only thing that tells. Others contend that heredity plays very little part, that environment and training may counteract hereditary advantages or handicaps and that by selecting environ- ment and directing the training, the character of the re- sultant child or race may be almost entirely controlled. The viewpoint of this manual is that both heredity and environment play a part. There are characteristics peculiar to family and ethnic stocks which help to deter- mine the result environment may produce. The charac- ter of the matrix out of which development grows shapes the character of the resultant. There is something about each child or each people which is peculiarly its own, which renders it unlike any other individual or race in the world. All that environment and training can do is to develop what is already present. On the other hand, the nature of training and envir- onment has a profound influence in determining the char- acter of a child or race. If not, why strive to make better homes, better schools, better social conditions or better governments. It makes a great deal of difference under what influences a child is reared. So it is with people. Geographic environment, cli- mate, resources and location constitute the school in which a race is trained and exert a profound influence in deter- mining the character of its industries, its customs, its in- stitutions and even modifies its religious beliefs. Some regions of the earth constitute a suitable environment for the development of a race, others retard. Some localities are helpful in one stage of development but may be- come detrimental when the people have reached a higher stage, and vice versa. The variations in results are as numerous as are ethnic stocks and environments. The viewpoint of this manual is that geographic envir- onment is a constant which helps to account for and to 4 GEOGRAPHIC FACTORS relate many events in the history of the United Stales. It is the causal factor without which a consideration of events is incomplete and hence they cannot be correctly interpreted. It is believed that students who attack the problem of historical interpretation from this anj^^le de- velop more power of analysis, more ability to reason from cause to ellect. more sense of the trend of present dav events, and a better grasp of the possibilities of the luture, than those trained by a study of the mere narrative of events. The development of the race depends upon exact and immutable laws, one of which is the law of the effect of environment. Historv is more than a narration of events. It should include the underlying natural laws of environ- ment which shape the events and give them diaracter- istic color. Sii(;h a consideration of history does not permit his- torical knowledge to sink into forgetfulness, as does the narration of a series of events. Historical knowledge to be complete must have a rational basis. Geographical environment is one of the bases which helps to rational- ize history. That which has a basis of reason can be recalled. Hence the student with this attitude toward history always has a viewpoint which he may utilize in the study and interpretation of j)resent situations. In the second place the ethnic, sub-racial or class factor, while not especially emphasized in this manual should be kept constantly before the student. The char- acteristics of an ethnic stock or people hel[is to shape their reaction to a given environment and must not be lost sight of. The Northman, the Frcnclmian. the English- man, the Quaker, the Puritan, and the Cavalier had his pe- culiar liaditions, standards and manner of thinking which detenu in<'d to some extent the effect of a given environ- ment upon him and his effect upon it and helped deter- mine the kinds of problems he saw in his new surround- The third factor to be considered in the study of iiis- tory is the industrial or social factor. The securing of food, shelter and clothing is a |>rimal need and one of the main concerns of man. In his attempt to secure con- trol of his environment to satisfy these needs, problems of production, preserving, transporting, marketing and dis- tributing arise. While man does not live by bread alone. IN AMERICAN HISTORY 5 bis higher life finds much of its expression in the manner and spirit with which he tackles his industrial prohlems. It is through these that he is enabled to give the cup of cold water indicative of the attitude of unselfishness and ser- vice. Most migrations, most inventions, most of the wars, most legislation and most institutions grow out of the at- tempt to solve economic problems. In attempting to solve these social problems, men must co-operate and organize. Issues as to the best way of solving these arise. People are not all of the same opinion. Those of one opinion, or seeking one end, tend to organize in order to carry out what they believe to be the best policy. In affairs of government we call these organizations political j)arties, but they are or ought to be devoted to forwarding economic efficiency. People have looked upon a political party as a fetish, an organ- ization of value in itself, and accordingly to be followed blindly through life, but yearly the number of people is increasing who judge issues and ally themselves with what- ever party seems to meet economic need most successfully. History is organic. It is composed of the geographic factor, the ethnic, the industrial factor and the political factor and cannot be studied in its completeness without a study of all, and of the relationships which exist between them. METHOD. The method followed might be termed the "problem or laboratory method." The student finds in his text the statement of a fact or event. The problem is to ac- count for the fact. What is its significance? How did it come to be? Take for instance the frenzy of the hunt for "an out- side passage" to India after 14.53 which resulted in the dis- covery of America. The student must know why it was that hardly a fireside in Southern Europe was unaffected by the fall of Constantinople m 1453; that the whole busi- ness fabric of Europe was undermined and the previous standards of living of Europe made impossible. This leads back to the character of trade between Europe and the East, and to why this trade was possible and had to be maintained. This problem is solved completely by going back to geographical conditions. Again, even with high school students, visual and mo- 6 GEOGRAPHIC FACTORS tor forms of expression deepen impression and add interest to study. Drawings, pictures, charts, sand and clay mod- eling may well be employed. Notebooks in which nia[)S are made and preserved, illustrative |»ictures drawn or mounted, and written reports filed will intensify interest, vivify impression and clarify the knowledge of facts gained. Note the suggestions as to "Things to Do." Time may well be taken for discussion of the wider bearings of events. Some of the best topics for oral Eng- liah and for debates may be taken from problems and is- sues raised in the history class. This encourages a reflec- tive attitude toward history and enal)les the student to see the sequence and significance of larger historical move- ments. Note the suggestions offered under "Things to Think About." Effort has been made to arrange assignments in such a way as to lead the student to collect his facts and to draw his own conclusions as to the influence these facts have had upon events. It is needless to say that it is im- possible to carry out the work without an atlas and con- stant reference to descriptive geogra[»hy. No page references have been given to any particular school texts, as any of the standard high school texts, such as Adams and Trent, Ashley, Channing, Forman, Hart. McLaughlin, Muzzv and others, may be used. It is well for the teacher to dictate page references to these and any other works he may find helpful. A place for writing these in is provided. This manual is not all inclusive but is intended to be suggestive and to deal only with larger movements. The purpose of this manual will be realized if stu- dents are enabled to trace the warp of geographic and eth- nic cause through the social and political events of United States History, and furthermore, to carrv this method over into the study of world historical movements, one of the greatest of which we are now passing through. IN AMERICAN HISTORY PROBLEM I After 1453, Why Was the Attention of Europe Centered Upon Finding an Outside Passage to India? Reference: 1. Sample's American History and Its Geography, pp. 1-4. 2. Chevney's European Background of American History. Chap. I. 3. Fiskes Discovery of America, Vol. I, pp. 261-294. 4. The Book of Marco Polo. 5. School textbooks and other references by the teacher. PART I Difference in Products of Europe and Asia During the Middle Ages. TOPICS FOR STUDY AND RECITATION 1. Location, soil, climate and products of the fa- mous "Isles of the Spices," now known as the Moluccas. 2. Location and products of Ceylon. 3. What were the products of India? 4. What was the effect of the Monsoons upon the products of India? 5. Make a list of the products of Asia during the Middle Ages under the following heads and tell from what part each came: a. Precious stones. 6. Dyes and perfumes and gums. c. Drugs and medicaments. d. Edible spices. e. Foods. /. JManufactured articles as cloth, tapestries, glass, porcelain, art metal. 8 GEOGRAPHIC FACTORS 6. In general would you classify them as raw ma- terials and necessities, or as finished products and luxur- ies? 7. Make a list of the products of Europe — animal, vegetable, mineral, and manufactured — during the Middle Ages and tell from what part each came. In general were they raw or finished products? 8. Judged by the character of their products which was in the more advanced stage of development, Europe or Asia? 9. Would the difference in products and different stage of develooment tend to encourage trade or to dis- courage it? Why? PART II Means of Communication and Transportation Between Europe and Asia? TOPICS FOR STUDY AND RECITATION 1. Considering the stage of development of means of transportation, what continents did Asia "face"? Eur- ope, which? 2. Why was the continent of Africa an inconsider- able factor iu trade during the Middle Ages? 3. Discuss the significance to trade of such indent- ations as the Mediterranean, the Adriatic, the ^gean, the Marmora, the Black and Caspian Seas, the Indian Ocean, Red Sea, Persian Gulf, Arabian Sea, Bay of Bengal, Strait of Malacca and China Sea. 4. Study the rivers of Southern and Southeastern Europe, and the Southwestern and Southern Asia, not- ing— a. Their number and size. h. Vast area drained. c. Nearness to each other. d. General direction of their flow. Of what significance to trade at this period? 5. In what direction do the trade winds blow over the Indian Ocean? The monsoons? Of what significance to trade? IN AMERICAN HISTORY 9 6. From your study of the geographical features of Europe and Asia, what do you conclude as to conditions favoring or discouraging trade between the two continents? PART III Influence of Travelers and the Crusades Upon Trade With the East. TOPICS FOR STUDY AND RECITATION 1. Tell of Sir John Mandeville, Benjamin Tudela, Friar Carpini, Wm. Rebruki and Marco Polo. What re- lation do they bear to trade between the East and West? 2. What is the relation between the Crusades and the development of trade between Europe and Asia? PART IV Medieval Trade Routes. TOPICS FOR STUDY AND RECITATION 1. Trace and account for the principal trade routes between Europe and Asia. 2. What was the means of transportation, and was it by "trunk line" or transfer? 3. Where would cities naturally be built? 4. Name, locate, and account for some of the prin- cipal trade route cities. 5. Discuss the nature and volume of trade along these routes. 6. Tell of the event leading to a search for an "out- side passage" to India. 7. Can you think of geographical influences which rendered the Seljukian Turk indifferent to this trade? 8. Show why it was so necessary for Europe to keep up this trade. NOTEBOOK WORK 1. Make a product map of Europe and Asia during the Middle Ages. On this map show the main trade routes and the principal cities concerned. 2. Discuss the geographical conditions which fost- ered trade between Europe and Asia. 10 GEOGRAPHIC FACTORS 3. Discuss the nature and volume of trade between Europe and Asia. 4. Tell of Marco Polo and his book. 5. Show fully why Europe was in a frenzy to dis- cover an "outside passage" to India after 1453. THINGS TO THINK ABOUT 1. Think up a situation for the United States in the Twentieth century that would parallel that of Europe after 1453. 2. Does the trend of rivers, the number of indent- ing seas and gulfs, and the direction of trade winds plav as im[)ortant a part in commerce now as they did in the Middle Ages? Give reasons. 3. Debate: Resolved, that the fall of Constantinople in 1453 has been a blessing to Europe. 4. Give geographical reasons to show why Africa i.^ the last continent to be developed. IN AMERICAN HISTORY 11 PROBLEM II Why Was America First Discovered by the North- men aud Why Did They Not Establish Col- onies? Reference: 1. Semple, pp. 4-10. 2. Cheyney, Chap. IV. 3. Shaler, Nature and Man in America, pp. 188-192 4. Fiske, Discovery of America, Vol I, Chap. IV. V. 5. Mills, International Geography, pp. 198-199. 207. 6. School texts and other references by the teacher. PART I Geographical Factors W^hich Made the North- men a Race of Seamen. TOPICS FOR STUDY AND RECITATION 1. Note the character of the west coast of Norway as to fiords and inlets. 2. Note the liinited amount of hinterland. Note the character of soil. Will it support a dense population^ 3. Is the climate stimulating or is it enervating? Why? 4. What products suitable for the use of man are offered by the North Sea? 5. Note the number of small islands just off the coast. 6. Note the proximity of other islands — England, the Hebrides, Orkneys, Shetlands, Faroes, Iceland, Greenland. 7. Note the direction of winds and ocean currents off the coast of Greenland. 8. How does the width of the Atlantic at 60 degrees compare with its width at 40 degrees? 12 GEOGRAPHIC FACTORS 9. Show how each of the above geographical facts tended to develop a hardy race of sea-faring people and encouraged them to be the first Europeans to find Amer- PART II Why the Northmen Failed to Colonize America. TOPICS FOR STUDY AND RECITATION 1. What coasts and lands of America were most ac- cessible to the Northmen? 2. Discuss the climate of Vinland as the home of an infant colony. 3. Discuss the soil of Vinland. 4. What were the products of Vinland? Was there any y^roduct which would bring immediate returns to the mother country? 5. What about the native population of Vinland. a help or a liind ranee to colonization? 6. Was the poj)ulati()n of Norway pressing closely upon the limits of subsistance? Were there any political or religious upheavals in the mother country to encourage migration? NOTEBOOK WORK 1. Draw a map to show the island "stepping stones" from Norway lo Vinland. 2. Give five geographical reasons which made the Northmen a race of seamen. 3. Show why the Northmen did not colonize the New World and remained indifferent to it. THINGS TO THINK ABOUT 1. Had the experience of the Northmen trained them to a (piiet agricultural life such as the settlement of the agricultural districts would have stimulated? Show how this may have been a factor in their failure to follow up their discoveries. THINGS TO DO 1. Objectify your "stepping stones" ma[t through sand pan or clay modeling. IN AMERICAN HISTORY 13 PROBLEM III Difficulties of Finding an "Outside Passage. Reference: See Problem II. TOPICS FOR STUDY AND RECITATION 1. Beliefs as to the shape and size of the earth. a. Rectangular plane, Cosmas, 550 A. D. h. Sphericity. Believed by Ptolemy. Objections to this belief. Cosmas theory the general one in 1453. c. Maps. Mela. Ptolemy. Toscanelli. Point out their misconceptions. 2. Beliefs as to other countries and waters. a. Cathay, Cipango. b. "Unexplored region," hydras, gorgons, chim- eras. c. Boiling ocean. d. Lodestone mountain. 3. Beliefs as to oceans. a. Atlantic and Indian continuous — Heroditus | Eratosthenes \ g^ ^ Posidonius j Strabo j Nepos ~1 Ptolemy [- 0-100 A. D. Mela ' J Not generally accepted. b. Legends that Africa had been circumnavi- gated. 14 GEOGRAPHIC FACTORS 4. Difficulties of navigation. a. No compass. b. No sextant or astrolabe. c. No chronometer. d. Light vessels. NOTEBOOK WORK 1. Discuss geographical beliefs of the Middle Ages. 2. Compare size, eipiipment and motive power of ships of the Middle Ages with the modern ocean liner. IN AMERICAN HISTORY 15 PROBLEM IV The Search for an "Outside Passage." Reference: 1. Semple, pp. 4-10. 2. Shaler, pp. 188-192. 3. Fiske, Vol. I, Chap. IV-V. 4. Cheyney. Chap. iV. 5. School texts and other references by the teachers. TOPICS FOR STUDY AND RECITATION 1. Give geographical reasons for the slowness of Venice and Genoa in the search for an outside passage. 2. Geographical reasons for the maritime develop- ment of Portugal. a. Proximity to sea. b. Soil. c. Size of population compared with arable soil. d. Outlet for expansion. e. Country at peace — wars with the Moors. /. Outlying islands and archipelagos. g. Direction of trade winds. 3. Life and activities of "Henry, the Navigator." 4. Trace the progress of Portuguese explorations down the west coast of Africa. 5. Effect of finding an outside passage upon: a. Portugal. b. Genoa and Venice. c. Holland. 6. Christopher Columbus. Geographical reasons for Portugal not sending Columbus. Same for Genoa and Venice. Same for England. 7. Geographical reasons for Spain's interest. 16 GEOGRAPHIC FACTORS 8. Show advantages of Columbus' route from Spain over a route from England as to: a. Distance to be traversed. h. Island stepping stones. c. Winds. d. Ocean currents. e. Character of land at terminus of each route. 9. Why did Columbus return by a different route? NOTEBOOK WORK 1. Draw a map of Africa showing the progress of Portuguese explorations on the West Coast. 2. Show by geographical reasons why Columbus was successful at the court of Spain and unsuccessful with Portugal, Genoa and Venice. 3. Show why, after 1453, western Europe began to outstip southern and southeastern Europe in commerce and civilization. THINGS TO THINK ABOUT 1. Debate: Resolved, that it was fortunate for civ- ilization that Columbus was financed by Spain rather tlian England. 2. In 1770, a noted scholar published a ten-volume work on the "Establishments and Commerce of the Euro- peans in the Two Indies," in which he says that the world would have been better off if America had never been discovered and the ocean route to Asia had remained un- known. Can you give his reasons? What do you think about it? IN AMERICAN HISTORY 17 PROBLEM V The Exploration of the New World. Reference: 1. Semple, 10-18. 2. Shaler, 191-194. 3. School texts and other references by the teacher. TOPICS FOR STUDY AND RECITATION 1. Geographical reasons for attitude of Portugal to- ward the New World. 2. Same for Spain. 3. Same for France. 4. Same for Holland. 5. Same for Norway. 6. Same for England. Note: In the study of the above consider: a. Density of population. h. Arable soil. c. Possibilities of expansion of Europe. d. Accessibility to New World. e. Extent of maritime development. 7. State geographical advantages and disadvantages of each country with reference to explorations and colon- ization. 8. Give geographical reasons for location of area explored and claimed by each nation. NOTEBOOK WORK 1. Discuss geographical factors which determine the location and extent of Spanish-America. 2. Why was it necessary for England to become a colonizing nation? 3. Why was England the last in the field? Read an account of the defeat of the Spanish armada in 1588. 18 GEOGRAPHIC FACTORS THINGS TO THINK ABOUT 1. (vompare the Pacific coast with the Atlantic coast as to ease of ingress by European nations. 2. Which part of the New World, if any, do these nations now control? 3. Discuss this quotation from John Fiske, who says the defeat of the Spanish armada was "the event most tre- mendous perhaps that mankind had witnessed since the star of the Wise Men stood over the stable at Bethlehem." IN AMERICAN HISTORY 19 PROBLEM VI hifluence of Mountains, Small Plains, Large Plains, Climate, Etc., Upon the Development of a People. Reference: 1. Shaler, Chap. V, pp. 147-173: Chap. VI, pp. 174-188. 2. Semple, pp. 36. 3. Spenceri Principles of Sociology, Vol. I, Chap. III. TOPICS FOR STUDY AND RECITATION Influence of mountains. a. Barriers to emigration and transportatiun. h. Protection against enemies. Illustrate. c. Natural boundaries. Illustrate. d. Isolation. Illustrate. e. Little fertile soil. f. Retreats of defeated peoples. Illustrate. ^. Influence upon rainfall. Illustrate. h. Foster spirit of liberty. Illustrate. Small plains, if isolated and fertile. a. People form close relations with the soil — settle down — do not wander. h. Customs become fixed — learn through social suggestion — small advances not lost through constant wandering. c. Division of labor — co-operation. d. Small size, if surrounded by barrier is a pro- tection against wandering tribes. e. Institutional life, law, is developed. /. Community spirit — sense of separateness. g. Ultimately leads to narrow ideas. Large plains, fertile. a Tendencv to wander — hunter or pastoral life. h. Tendency to scatter, c. Do not develop resources — exploit rather than develop. 20 GEOGRAPHIC FACTORS d. Do not form close relationship with the soil. e. Institutional development retarded. /. Small advances broken up through constant moving. Note: Does a large fertile plain have the same effect upon a strong people? 4. Climate. a. Hot. b. Temperate. c. Cold. d. Humid. e. Arid. 5. Plants possible of cultivation. 6. Animals suitable for domestication. 6. Make a list of native edible and medicinal plants of the Old World. The New World. 8. Make a list of animals suitable for food or mo- tive power in the Old World. The New World. 9. Make a list of the ancient civilizations of the Old World. Account for each by its topography, climate, rain- fall, soil, plants and animals. 10. Do the same for the New World. 11. Show by geographical influences why these ear- lier civilizations did not endure. 12. Contrast the geographical features of the great nations of today with those of ancient civilizations. 13. May a geographical location be a suitable cradle for a primitive civilization and unsuitable for developing a later civilization? Why? Prove by illustrations. 14. What do we mean by the "Crisis of Expansion?" NOTEBOOK WORK 1. Contrast Europe, Asia. Africa, North America and South America as cradles of infant civilizations. 2. Show by geographical influences why North America did not discover Europe, rather than Europe dis- cover North America. 3. Discuss Egypt as a cradle for infant civilization. Why not suitable for a later civilization? 1. Contrast Brazil and Peru as to soonness or late- ness of develo[)ment. IN AMERICAN HISTORY 21 THINGS TO THINK ABOUT 1. Was it fortunate that America was not discovered sooner? Why? 2. Show the influence of geographic environment in the greatness of the United States. 3. In the light of the part played by geography, what about the future of Russia? China? Brazil? Switz- erland? THINGS TO DO Make a relief map of some cradle or model in sand table. 22, GEOGRAPHIC FACTORS PROBLEM VII Geographic Factors and the Indian. Reference: Shaler: 172-173, 175-176, 180-188. School texts and other references bv teachers. TOPICS FOR STUDY AND REClTATIOiN 1. How do you account for the Indians' relatively low state of advancement? 2. Give geographical reasons for the relatively ad- vanced civilization of the Aztecs in Mexico, the Pertivian Indians in Peru, the Muskogee nations in the South and the Iro(|uois in New York? 3. Influence of geography upon their strength. a. In New England. b. In the Middle States. c. In the Southern States. d. In the Mississippi Valley. 4. A(;count for the stage of civilization of the Sioux and Algonkins in New England by difference in geographic environment. NOTEBOOK WORK Write a paper to show the relation between the geo- graphic environment of North America and the relatively low stage of civilization of the Indian taking into ac- count — a. Topography. b. (Climate. c. Elora. d. Fauna. IN AMERICAN HISTORY 23 PROBLEM VIII Geographic Factors Which Make for the Success of Infant Colonies. Read Hakluyt's advice to the Jamestown colonists as given in Fiske's "Old Virginia and Her Neighbors,' Vol. I, 85-90. It must be kept in mind that an infant colony is a great deal like an infant civilization. Certain geographic conditions must be met for its success. The factors which make for the success of an infant colony may not be right for expansion at a later period. If conditions are right, the tendency of an infant colony is to outgrow the state of infancy. It is possible for an infant colony to develop as an infant but never to advance beyond that stage. Its ability to develop into something larger than a mere settle- ment depends upon certain other geographic conditions favorable to expansion when the time comes. Five factors are necessary to a successful colony. A lack of one of these is a handicap and may result in com- plete failure. The degree to which each one of these is present determines the degree of success of the colony. With a knowledge of whether or not these are present in the establishment of a given colony, the student can fore- tell in a general way what the result of the attempt at col- onization will be. Five factors favorable to prosperity of infant colonies: 1. Accessibility to mother country. Why? 2. Suitably arranged for defense, if in hostile country. Why? 3. Healthful climate, pure water. Why? 4. Located in a region of natural resources — • fertile soil, if agricultural — interior trade, if commercial. It should have at least one product which will bring quick financial returns. Whv? 24 GEOGRAPHIC FACTORS 5. Limited and confined area to prevent scat- tering. Why? In order to develop beyond the stage of infancy, it must have surrounding territory or a hinterland region into which it may gradually expand when it has developed its original location. NOTEBOOK WORK Write a paper to show the similarity between the con- ditions favorable to the development of a colony or infant civilization and the development of a person. IN AMERICAN HISTORY 25 PROBLEM IX The Geography of the Spanish Colonies. Reference: Semple, pp. 10-18. Shaler, pp. 191-194, 203-204. Bourne, Spain in America. Kemp, History for Graded Schools, pp. 379-406. School texts and other reterences by the teacher. TOPICS FOR STUDY AND RECITATION 1. Use the five factors favorable to infant colonies given in Problem VIII in the study of the following Span- ish colonies: a. Haiti at San Domingo. b. Porto Rico. c. Jamaica. d. Cuba at Havana. e. St. Augustine. f. Santa Fe. g. Porto Bello. k. Vera Cruz. i. Buenos Ayres. 2. What geographic fictors are responsible for the introduction and rapid increase in number of slaves in the West Indies? a. Products and character of labor required. b. Climate. 3. What geographical factors induced Spain to con- fine her activities to sub-tropical and tropical America? 4. What was the nature of her settlements and char- acter of her colonial life? (See Kemp, History for Graded Schools.) NOTEBOOK WORK 1. Give geographical reasons for Spain's failure to colonize Brazil. 2. iviake a map or chart to show the extent of Spain's colonies in America. 26 GEOGRAPHIC FACTORS PROBLEM X The Geography ot the Frencli Colonies. Reference: Seinplc, pp. 19-31. Shaler. pp. 193-198. Parkman, LaSalle and the Discovery of the Great West; Pio- neers of France in the New World. Fiske, New France and New England, Chapters I-IV. Hulbert, Portage Paths. Hart, Social and Economic Forces in America, Chapter V. Kemp. History for Graded Schools, pp. 407-422. School texts and other references by the teacher. TOPICS FOR STUDY AND RECITATION 1. Use the five factors necessary to the success of an infant colony given in Probh^in VIII in the study of the following French settlements: a. Charle^fort on Port Koyal, S. C. I). Fort Caroline on the St. John's or River of May. Florida. c. Port Koyal, now Annapolis, Nova Scotia. d. Sable Island off the coast of Nova Scotia. e. St. Croix. /: Mt. Desert Island. f>;. Montreal. h. Quebec. 2. Account for the rapid advance of the French into the interior. NOTEBOOK WORK 1. Make a map showing routes and portages the French used in penetrating to the Mississppi Basin. 2. Show on this map the distribution of French pop- ulation in Canada and Mississippi Valley. 3. VViiat was the nature of the Fretich settlements and French colonial life? (See Kemp's History for Craded Schools.) THINGS TO DO 1. Model Quebec in sandpan or make a relief nia|). IN AMERICAN HISTORY 27 PROBLEM XI The Geography of the English Colonies. Reference: Sample, pp. 31-35. Shaler, pp. 193-202. Account of English settlements in some larger history, as Ban- croft, Wilson, Fisher's Colonial Era. Doyles, English Colonies in America. School texts and other references by the teacher. TOPICS FOR STUDY AND RECITATION 1. Make a detailed map study of the sites of the following colonies and study them as to fitness for infant settlements: a. Roanoke Island. b. Cuttyhunk Island. c. Jamestown. d. Plymouth. e. Provincetown. /. Boston. g. Salem. h. Staten Island. i. Philadelphia. /'. Baltimore's colony at Avalon, Newfoundland. k. Baltimore's colony at St. Mary's, Chesa peake Bay. /. Albermarle Sound. m. Charlestown, S. C. 11. Connecticut Valley settlements. 2. Follow the expansion of the New England colon- ies into the hinterland and note the nature of their settle- ments and industries as determined by geographic condi- tions. .3. Study the development of Virginia in the same way. 28 GEOGRAPHIC FACTORS 4. Note the map in Fornian's Advanced American History, pp. ]03. Why were the English in 1700 still confined to the eastern rim of the Appalachian slope? NOTEBOOK WORK 1. What were the advantages and disadvantages in the sites of: a. Albermarle Sound. b. Boston. c. Salem. d. Jamestown. e. Philadelphia. /. Raleigh's settlements. g. Charlestown, S. C. 2. Some of the Pilgrims voted to settle at Province- town. Com{)are Provincetown and Plymouth as colony sites. THINGS TO DO 1. Model the site of Boston and environs. IN AMERICAN HISTORY 29 PROBLEM XII Effects on the Colonies of Geographic Environment and Sub-Racial or Class Characteristics. No additional references. TOPICS FOR STUDY AND RECITATION 1. Compare and contrast the different national char- acteristics of the French, Spanish and English peoples at the time of the colonial era as to ideas of government, re- ligion, industries, social casie, use to be made of the New World, etc. 2. In the same way, contrast the settlers of New England with those of Virginia. 3. Compare the different industries of the colonies of these three nations in America which resulted partly from geographic environment and partly from sub-racial characteristics. 4. In the same way, compare and contrast New England and Virginia. The colonists of these colonies came from different classes of the same nation. 5. Show how the resulting industries, together with sub-racial characteiistics, affected the political ideals of e three colonial empires. 6. In the same way show the effect on the political ideals of New England and Virginia. In this study you will see that: a. Geographical environment has an influence. b. Race or class characteristics play a part. c. These two bring about certain industries and social problems. d. In the attempt to work out these social problems, political ideas and political insti- tutions result. This is a universal sequence. 30 GEOGRAPHIC FACTORS NOTEBOOK WORK 1. Compare and contrast the development of New England and Virginia as influenced by geographic envir- onment and class characteristics, THINGS TO THINK ABOUT 1. Do you think the Puritans as a class were as well suited to the geographic environment of Virginia as for that of New England? Give reasons. 2. In the same way, consider the Cavalier in New England environment. 3. In the same way consider the Spaniard on the Atlantic slope. In Canada. 4. Likewise the French colonist and the English colonist in the environment of the other two leading col- onizing nations. IN AMERICAN HISTORY 31 PROBLEM XIII Geographical Factors in the Expansion of a People. We have seen that in the beginning small restricted areas are more conducive to development. A colony, however, like a child, attains its majority and must come in contact vv^ith other environment. A confined area is detrimental in the long run. It brings about a precocious development which is not lasting and breeds an instinct against development. People in small areas have small spatial ideas and their conception ot problems is on a small scale. When a people reach the point where it is necessary to broaden, they have come to a critical period in their history which we may term 'The Crisis of Expansion." The downfall or stop in development of many nations is due to the fact that they could not pass the "Crisis of Ex- pansion," Greece and Holland for example. Others, such as England and United States, have passed it. Japan is now going through that [teriod. In some instances there was no room for expansion. In others, expansion was too rapid to be permanent. Helmholt says, 'The enlarge- ment of a nation's area is associated with soil and inhabit- ants. If the increase in territory is much more rapid than the increase in population, an inorganic, loosely connected expansion results, which as a rule is soon lost. If, on the contrary, population increases at a proportionately greater rate than area, a crowding together checks in- ternal improvements and over-population follows." Geographical factors conductive to expansion and strength of nations: a. A nation is great in proportion to (a) the extent of its territorial area, (b) the rich- ness of the resources of its territorial area, and (c) to the extent that these resources 32 GEOGRAPHIC FACTORS are developed. Superficial use of a country means a sparce population, which in turn means a weak hold on the land. Why? Illustrate. b. Growth is soundest when it expands to fill up a naturally bounded area or geographi- cal unit. Why? Illustrate. The tendency of vigorous and growing peoples is to expand until they have filled up a natural geographical unit. Illustrate. c. The more natural boundaries a people pos- sess, the more definite are the political and social questions raised by their develop- ment. Why? Illustrate. What is the result of this as to a feel- ing of mutual interest and a sense of soli- darity? d. Growth is soundest when ethnic and politi- cal expansion go hand in hand or when eth- nic expansion slightly precedes political ex- pansion. Illustrate. The order of permanent occupation ot a new territory is usually, first, the trader: second, the missionary; third, the settler; fourth, the flag. Illustrate. NOTEBOOK WORK Write a paper contrasting the methods of settlement and possibilities of permanent tenure of the Spanish. French and English in America u{) to the year 1700. THINGS TO THINK ABOUT 1. From your study of the expansion of nations do you see any application of any of these principles to the European situation today? 2. What part did geographical influences play in the partitioning of Poland? 3. In the light of the principles you have studied, what about the future of Mexico and Central America? Canada? IN AMERICAN HISTORY 33 PROBLEM XIV The Expansion and Development of the English Colonies Up to 1750. Reference: Semple, Chapter IV. School texts and other references by the teacher. TOPICS FOR STUDY AND RECITATION 1. Direction, character and extent of the expansion of New England. 2. The expansion of New York, where, how ob- structed, carried to what extent? 3. The expansion of Pennsylvania. 4. Direction, character and extent of expansion of Virginia and North Carolina. 5. Where was expansion most rapid? Why? 6. Where was expansion latest developed? Why? NOTEBOOK WORK 1. Show why New England's interest turned to the sea, while Virginia's turned to westward expansion. 34 GEOGRAPHIC FACTORS PROBLEM XV The Appalachian Barrier and Expansion After 1750. Reference: Semple, pp. 36-51, 52-74. Shaler, pp. 194-207. Hill, International Geography, pp. 607-671, 715-717, 727-728. 732-734. School texts and other references by the teacher. TOPICS FOR STUDY AND RECITATION 1. ('liaracleristics of mountain systems whicli detei- mine their effectiveness as barriers. a. One ridge or several parallel ridges. b. Number and position of gaps and passes. r. (iliaracler of surface and vegetation. d. Height. 2. Application of the above points to the Appalach- ian System. 3. Study the breaks in the Aj)palachians. a. The Hudson-Mohawk. h.- West branch of the Sus(|uchanna. c. The Juniata. d. The f*otomac by Will's Creek Water Gap. Note: The last three converged at Pittsburg. Why at that point? e. Ra|)|)ahannock-Shenandoah through Swift Hun (iap. /. James River-Green Briar. p. Slaunton-New. //. Cumberland Ga|». Note: What is the ditlercnce between a "water gap" and a 'wind gap'":* IN AMERICAN HISTORY 35 NOTEBOOK WORK 1. Make a map of the Appalachians from the Green Mountains to Alabama, showing their effectiveness as a barrier, and the principal trans-montane routes. 2. What effect did the Appalachian barrier have upon the English colonies as to: a. Expansion. b. Development of resources. c. Hold upon the country. 3. On the map (See Forman's Advanced American History, pp. 120) how do you account for the lobes ex- tending westward from Schenectady and in the Shenan- doah Valley? THINGS TO DO 1. Model the Appalachians in sand pan or by relief map. 36 GEOGRAPHIC FACTORS PROBLEM XVI Geographical Influences in the Inter-Colonial Wars. Reference: Semple, Chapters III and IV. Ogfj, Opening of the Mississippi, pp. 282 and following. School texts and other references by the teacher. TOPICS FOR STUDY AND RECITATION 1. Why was Virginia the first of the colonies to clash with the French? 2. Show the strategic importance of Louishurg, Que- bec, the Sorel River, Montreal, Ft. Stanwix, Ft. Niagara, Ft. Pres(|ue Isle, Ft. Leboeiif, Ft. Venango, Ft. Du Quesne, Forts Crown Point and Ticonderoga, Ft. Edward, Ft. Wil- liam Henry, Ft. (Aimberland. 3. Discuss the part plaved by the Hudson and Mo- hawk valleys in the inter-colonial wars. NOTEBOOK WORK. 1. Draw a map to show the strategic points in the inter-colonial wars. 2. Since the French were first to fortify, how do you account for the fact that the English won the French and Indian War and the continent? 3. What was the significance of the treaty of 1763 to the Euiilish colonies in America? IN AMERICAN HISTORY 37 PROBLEM XVII Geographical Influences in the Revolutionary War. Reference: Semple, pp. 46-51. Burke's Speech on Conciliation. Roosevelt. Winning of the West. Vol. II, Chap. XIII. School texts and other references by the teacher. TOPICS FOR STUDY AND RECITATION 1. What was the nature and volume of trade between the New England colonies and the West Indies? How was this affected by the Navigation Acts? 2. Materials produced by the colonies for export. Volume in 1770. Furs, fisheries, ship building, wool, cotton, rice, indigo, pitch, tar, turpentine, tobacco, sugar, iron ore. What was the Woolen Act of 1699? What was the Merchant ile Theory? 3. Nature and value of imports of the colonies in 1770. Exports? 4. How does Mr. Burke say the institution of slav- ery makes for a spirit of resistance to the mother country? 5. The Appalachian barrier by restricting expansion brought about more compact settlement. How did that hasten the Revolution? 6. Semple says, "In revolting against England the American colonies followed a recognized law of political geography." Burke said, 'The last cause of this disobe- dient spirit in the colonies * * ^k jg Jeep laid in the constitution of things * * * no contrivance can pre- vent the effect of this distance in weakening government." a. State the law. b. Is it of as much importance now as then? Reasons. c. Why was it difficult for England and her colonies to have a "feeling of mutual inter- est and a sense of solidarity"? 38 GKOGKAPHIC FACTORS 7. Wliy was the Hudson-Lake Clianiplain-Sorel valley of such strategic importance to both sides in the war? Note how many of the campaigns were directed along this line. 8. The colonies had a long line of seacoast. Cite the advantages and disadvantages of this to each side. 9. What geographical disadvantage did the French fleet help us overcome? 10. In what ways did the Appalachian barrier assist he colonies in their struoftfle with England? 11. In the light of affording opportunities for nat- ural and permanent expansion, what were the significant features of the treaty of 1783? 12. Show how the fact of trans-Alleghany settlement and efforts of trans-Alleghany settlers probably secured the Mississipj)i rather than the Alleghanies as the western boundary of the United States by the treaty of 1783. NOTEBOOK WORK 1. Discuss geographic advantages and disadvantages of England in prosecuting the war. 2. Discuss the advantages and disadvantages of the colonies in defending themselves against Englatid. 3. Show how the Revolution was an industrial war and culminated in political parties and poHtical institutions. THINGS TO THINK ABOUT 1. May a government be most efficient and econom- ical, giving justice to all, and yet fail to develop its people? 2. On the other hand, may a government of the peoj)le and by the people be less effi<'ient in its admin- istration than one run for them. 3. We in America are ac(;ustomed to say that we be- lieve a democratic government is the best form. If it is, in what ways is it best? 4. What has been England's colonial policy toward Canada? 5. Debate: Resolved, that if England's policy to- ward us had been the policy she has since j)ursued with ('anada, the United States would be in better position to- day by being a part of Enghuid than she is by being inde- pendent. 6. Did the French, by helping us, put us under ob- ligation to them? IN AMERICAN HISTORY 39 PROBLEM XVIII Geography and the Critical Period. Reference: Fiske, Critical Period of American History, Chapters II, IV, V, VI. Walker, Making of the Nation. Chapters I, II. School texts and other references by the teacher. TOPICS FOR STUDY AND RECITATION 1. What were the j)rincipal occupations of the North? Why? What attitude toward control of commerce, im- ports and custom duties resuhed? 2. What were the principal occupations of the South? Consequent attitude toward control of commerce, imports and customs duties. 3. Difficulties of communication and transporta- tion — no rivers connecting North and South. Results . 4. Scattered location — distance from New Hamp- shire to Georgia. 5. Show how the settlement of the Northwest by means of the Ohio, which led to the creation of a national domain, was a factor drawing the thirteen colonies together. 6. What geographic factors led to a meeting of the commissioners at Mt. Vernon in 1785. 7. In the same way account for the x'\nnapolis Con- vention in 1786. 8. Show how, although ihe people were not fully con- scious of it, the Atlantic slope was a natural geographic unit and as such should be under one government. 9. Show how the conflicting opinions of the large and small states which resulted in the "Connecticut Com- promise" was the result of geographic environment. 10. Show the geographic basis which brought about the "Three-fifths Comoromise". 40 GEOGRAPHIC FACTORS 11, What were the geographic factors which brought up the question of slave trade, control of commerce and exports. How were they disposed ot? 12. In the discussions of the Constitutional Con- vention do you see evidences of the effect of small areas upon attitude toward development and toward larger spa- tial ideas? NOTEBOOK WORK Write a terra paper giving a resume of the history of the English colonies in America, showing the effect of geo- graphic environment, the reaction to this environment due to sub-racial and class characteristics out of which arose certain industrial or social problems, the solution of which resulted in the government of the United States. IN AMERICAN HISTORY 41 PROBLEM XIX Early Westward Movement Across the Alle^lianies to the Mississippi. Reference: Semple, pp. 57-74. Sparks. Expansion of the American People, Chapters VIII, IX, X, XI. Coman, Industrial History of the United States, pp. 123-131, 1.56-174. Roosevelt, Winning of the West. Vol. I. Chapters V, VI. VII, X; Vol. II, Chapters VII. VIII. XI. School texts and other references by the teacher. PART I The Movement Do\vn the Ohio. Note: Review the routes across the Ap|3alachians in Problem XV. Note: See map in Semple. pp. 54-55. 1. Describe transportation down the Ohio. (See Sparks, Chapter XII). 2. How were New England and New York held back from early westward expansion? 3. Why was the south bank of the Ohio settled be- fore the north bank? (See map in Semple, pp. 71.) 4. Why was the chain of the Great Lakes so little used at this time'r* 5. What determined the location of Louisville? Mar- ietta? Columbia and Losantiville (now Cincinnati)? Gall- iopolis? Shawneetown? Portland? Dayton? 6. Why was southern Ohio settled before northern? 7. What route did the settlers who founded Cleve- land follow? What determined the location of Cleveland? Note that these infant settlements were governed in their growth by the same principles as the infant colonies of the earlier time. 42 GEOGRAPHIC FACTORS 8. What was the significance in the settlement of the Northwest ol Wayne's defeat of the huHans and the resuh- ing trealv of Greenville, 1795? 9. Significance of Clarke's coiKjuest of Indiana and Illinois in settling the western boundary line by the treaty of 1783? . . . 10. Give geographic reasons for the Whisky Rebel- lion in 1794. PART II The Movement Doivn the Great J alley and Through Cumberland Gap. Note: Review route through (^undierland (iaii in Problem XV. Note-: See map in Sample, pp. 54-25. 1. Describe method of travel to the West alonij; this route. 2. Discuss the coming of the Scotch-Irish and Ger- mans and follow their line of expansion. 3. Locate and tell of the Wilderness Road. 4. W by did northern settlers and those from the (^arolinas and Georgia not skirt the southern end of the Apj)alachians and settle Alabama and Mississipj)i? 5. What rivers led from near (Aunberland (iap to the "Blue Grass Country?" 6. Character ol soil and products of this (-ountry. 7. Tell of the settlement and give reasons for par- ticular location of Boonesborough or Danville. W'autauga or Holston. (See map in Sem|)le, p. 71.) 8. What determined the location of Nashville? Muscle Shoals? Knoxville? Lexingl(>n? 9. Significance of the earliest trans-Alieghany settle- ments in determining the western boundary of the United States in the treaty of 1783? NOTEBOOK WORK 1. Using the trap on page 71 of Sein|e. d. With Africa. ('. With the far East. /. What was the "Great Circuit Route." NOTEBOOK WORK 1. Why did New England develoj) the merchant marine? 2. Why has the South failed to take any consider- able part in the carrying trade, even now? 3. Discuss the character of American trade with Euro|)e. 1. Discuss the nature of trade between the different sections of states. IN AMERICAN HISTORY 49 PROBLEM XXIII Geographic Factors in the War of 1812. Reference: Semple. Chapter VIII. Walker, Making of the Nation, Chapter XII. School texts and other references by the teacher. TOPICS FOR STUDY AND RECITATION 1. Blows at America's merchant marine. a. Tripoli. b. France. 1. During John Adams' administration. c. England. 1. During the "Critical Period." 2. During Washington's administration. 3. During John Adams' administration. 4. During Jefferson's administration. 5. Continued in Madison's administration. 2. Geographic reasons for New England's opposition to the Embargo and Non-Intercourse Acts. Query: Can a national insult be punished by com- mercial retaliation? 3. Young men of Congress at this time were Web- ster, a frontiersman: Clay of Kentucky, Troop of Georgia, Sevier and Grundv of Tennessee, Lowndes and (-alhoun of South Corolina all for war with Ene, :and. The vote in Congress to declare war was as follows: States With No Ports Votes for War ^otes^Against Vermont 3 1 Oliio 1 kentucky 5 Tennessee 3 North Carolina 6 3 18 4 50 GEOGRAPHIC FACTORS Seaboard States With Ports Voles for \^ar Votes Against War Massachusetts 6 8 Rhode Island 2 Conned icut 7 New York 3 11 New Jersey 4 2 Delaware 2 Maryland 3 13 35 States Under Frontier Iiiflm-nce New Hamj)shire 3 2 Pennsylvania 16 2 Virorlance of New Orleans. *No commerce to hurt. IN AMERICAN HISTORY 51 NOTEBOOK WORK 1. Explain the location of the naval battles of the war. 2. Discuss the importance of (a) Niagara, (6) Fort Maiden. 3. Discuss the geographic control and events along the Atlantic coast. 4. What was the immediate effect upon shipping interests. Later effect. THINGS TO THINK ABOUT 1. What likenesses and differences are there between the claims of neutrals in the period from 1790 to 1812, during the wars between France and England, and during tne European war of 1914? 2. Discuss the preparedness policy of the Jefferson- ians and its results in the war of 1812. 3. How does the nearness of unanimity of the vote for the War of 1812 compare with that for the war with Germany in 1917? 52 GEOGRAPHIC FACTOHS PROBLEM XXIV Industrial Contlilions and (]lianj;es in the Oriiiinal Thirteen States After the War of 1812. Reference: Turner, Rise of the West, Chapters I, II, III. Hart, Social and Economic Eorces. (;hai)ter X. Coman. Induslrial History of the United States. pp. 184-189.209- 216. Scliool texts and other references by the teacher. PART' I Neiv England. 1. {'ondilion of shipping; and commercial interests. Effect of the War of 1812 on these interests. 2. Character and numher of her rivers. .3. Why did .-he take to tlie textile induslrvy Vahie of this industry hy 1820".'' IK'.W 4. Effects of this industrial revolution on the lileid the people? I in migration. 5. Why the change from grain farming to stock? Relation to emigration. 6. Where did they get corn. \vh(\Tt and food pro- ducts? NOTEBOOK WOHK 1. Discuss the attitude New England woidd take as a result of economic interests with reference to: a. Protective tariff on iniportrd iiiamifailurcd goods. b. Internal improvements, as roads, hridges. canals. im|»rovement of waterways, etc. c. E.xtension of slavery. IN AMERICAN HISTORY 53 PART II The Middle Region. 1. Discuss economic interests resultin^dVom central location between the Ohio and the (ireat Lakes on the west and the Atlantic on the east, with harbors such as New York, Philadel[)hia and Baltimore. 2. Interests developed by the presence of iron and coal. 3. Discuss agricultural interests of the middle re- gion. 4. Discuss the extent of emigration and with reasons. NOTEBOOK WORK 1. Discuss efforts made by the Middle Slates to build up transportation facilities with the Northwest. 2. Discuss the attitude the Middle States would take as a result of economic interests with reference to; a. A protective tariff on imports. b. Internal improvements. c. Extension of slavery. PART III The South. 1. Significance of the invention of the cotton-gin. 2- Discuss the inventions of Arkwright, Harjzreaves. 3. Account for the figures and discuss the signifi- cance of the following table: COTTON CROP (IN MILLION POUNDS) State 1791 South Carolina 1..5 Georgia .5 Virginia North Carolina . . Total .... 2.0 4. Discu-ss the exports of the Southern states. 5. Attitude of the South toward manufacturing. Reasons. 1801 1811 1821 1826 1834 20.0 40.0 50.0 70 65.5 10.0 20.0 45.0 75.0 75.0 5.0 8.0 12.0 25.0 10.0 4.0 7.0 10.0 10.0 9.5 39.0 75.0 117.0 180.0 160.0 54 GEOGRAPHIC FACTORS 6. Amount and character of imports. 7. (^Iiaracter of farming of the South and its relation to keeping up productivily. 8. Discuss the extent of emigration with reasons. NOTEBOOK WORK 1. Discuss the extent and give llie reasons for the rapid development of the cotton industry of the South. 2. Discuss the attitude the South would take as a result of economic interests with reference to: a. A protective tariff on imports. b. Internal improvements. c. The extension of slavery. THINGS TO THINK ABOUT 1. • Discuss fully the new issue raised by the question of the admission of Missouri to the Union. 2. Account for and give significance of the table showing the vote on the Missouri Compromise in 1820: Section Aves Noes New England ' 7 33 Middle.. 9 49 South Atlantic 57 Northwestern 8 Southwestern 17 What indications do you see of a new alignment of sections';* IN AMERICAN HISTORY 55 PROBLEM XXV Geographic Factors in the Rise of the New West in the Mississippi Valley. Reference: Seniple, Chapter IX. Turner. Chaoters V, VI. VII. Sparks, Chapters XXI, XXII, XXIII. School texts and other references by the teacher. As a preparation for this problem, read Ogg's Opening of the Mississippi, Chapter I. PART I Expansion to 1820. TOPICS FOR STUDY AND RECITATION 1. The Indian question. a. Defeat of the Indians of the Northwest under Tecumseh. Significance. b. The Creeks and Cherokees in Alabama and Georgia. Significance. 2. Effect of the steamboat introduced upon western streams in 1811. Note: As a help to 1 and 2, use the map in Turner, pages 310-311. 3. Map sttidy, Semple, pages 108 and 152-153. a. Account tor the peninsular character of the western frontier. b. Account for the islands of uninhabited coun- try in northeastern New York, northern Pennsylvania and in Virginia. c. Explain the new settlement in northern Ohio and southeastern Michigan. d. Why was the population of Indiana and Illi- nois in the southern rather than the centra- and northern sections? €. Account for the settled region in Missouri. 56 GKOGRAPHIC FACTORS /. Why was population especially dense around the nioutli of the Missouri. /,'. Account lor the islands of settlement in Arkansas. h. Account for the coinj)aralively dense popu- lation around the mouth of tin; Mississippi. i. Account for the island af uninhabited terri- tory in southeastern Mississippi and south- western Alabama. j. Why were northern Mississippi, western Ten- nessee, northwestern and eastern Alabama, and western GeoraroHna iiulHhcation and the tariff of 1833. 9. Discuss the change of John C. Calhoun from nationalism to sectionalism as a result of geographic influ- ences. NOTEBOOK WORK 1. Virile a short history of tariff legislation showing the influence of geographic features in determining the attitude of the sections towards it. IN AMERICAN HISTORY 61 PROBLEM XXVII Geographic Factors ami Internal Improvements. Reference: Turner, Chapter XIII, XVII. BurgeKs. Chapter V. VIII. Hart. Slavery and AboHtion, Chapter III. MacDoiiald, Jacksonian Democracy. Chapter VIII. Coman, Industrial History of the United States, pp. 216-225. School texts and other references by the teacher. TOPICS FOR STUDY AND RECITATION 1. Discuss what was included in the meaning of the term "internal iinprovements" and the occasion which brought up the issue. 2. From the interests of the different sections, dis- cuss the attitude each might be expected to take. 3. At different times questions of various internal improvement projects came before Congress. The table below shows the vote upon some of these in the House of Representatives. Discuss the reason and significance of the vote of the different sections. Section 1817 1818 1819 1822 1824 New England Ayes 5 7 10 18 12 Noes 34 32 26 22 26 Middle Ayes 45 42 41 24 37 Noes 11 10 14 27 26 South Atlantic Ayes 25 16 22 22 23 Noes 30 35 29 25 34 Northwest Ayes 10 13 13 18 28 Noes 6 2 2 Southwest Ayes 1 3 4 8 15 Noes 4 5 4 4 Notice the alignment of sections. 62 GEOGRAPHIC FACTORS NOTEBOOK WORK Write a paper on "internal improvements," noting: a. Cause for demand. b. Specific projects of improvement. c. Separatist tendencies developed. d. Unifying tendencies developed. Discuss the arguments for and against the promoting of internal improvements by the national government, by the state government, and by private capital. THINGS TO THINK ABOUT Give illustrations in United States histcry of each of the above methods. What is the practice now? IN AMERICAN HISTORY 63 PROBLEM XXVIII Influence of Geographic Factors in the Attitude of the New West in Regard to National Politics. Reference: Turner. Chapter IX, XIV. Gordy, Political History. Chapters XXIX. XXX. BiuKess, Midflle Period. Chapters VI, VIII. McDonald. Jacksonian Democracy, Chapters V, XVIII. School texlg an i (rther references by the teacher. TOPICS FOR STUDY AND RECITATION 1. Tell ot the early method of nominating presi- dential candidates. 2. Discuss the meaning and origin of the "caucus." 3. Why did the the first general objection to "King Caucus" come from the New West? 4. Trace the development of the nominating con- vention. 5. Study the political campaigns of 1824 and 1828. 6. Characteristics of the attitude of the New West toward politics and office holding. Give reasons for and discuss validity of beliefs. a. To the visitors belong the spoils. b. Belief in the wisdom of the common man. c. Discredited the belief that an office iiolder needed training. A man could hold any office to which he could succeed in getting elected. Scoffed the idea of a trained man being more efficient. d. A political wrong was anything against the will of the people. Vox populi est vox deo. What the people want is right and they must have it whether it is good for them or not. e. People were able to decide national issues, (jacksonian democracy), as well as local matters (Jef- fersonian democracy). 64 GEOGRAPHIC FACTORS 7. Describe the coming of Jackson anil hib friends to the White House. 8. What do you see of value in the Ne\ West's coming into control of the government? Dangers? 9. Contrast the inauguration ceremonies of Washing- ton, Jefferson and Jackson. Significance. 10. Show the influence of geographic environment and the problems of the conquest of the New West as shown in their attitude on political (juestions. NOTEBOOK WORK Write a paper on "Jacksonian Democracy." IN AMERICAN HISTORY 65 PROBLEM XXIX Geographic Factors and the Monroe Doctrine. Reference: Turner. Chapter XII. Burgess, jip. 122-128. Gordy, Political History of the United States, Chapter XXVII. School texts and other references by the teacher. TOPICS FOR STUDY AND RECITATION 1. Russia in Northwest Amerira. 2. Rebellion of South American colonies, 1820. 3. Condition of Cuba. 4. The Holy Alliance. 5. What was the Monroe Doctrine? 6. What geographical and hence political and in- dustrial relationships did the United States hold which made it interested in affairs in Alaska. South America and Cuba? 7. On what occasions since have we found oc casion to insist upon the Monroe Doctrine? NOTEBOOK WORK Write a paper on the influence of the Monroe Doctrine upon North and South America. 66 (iEOGRAFHIC FACTOHS PROBLEM XXX Gco«!|;raphic Factors in the Ex|}aiisi<>ii ol" llu' Pacific Southwest. Reference: Turner. Chapter VIII. Seinplc. Chapter X (note map. pp. 1H()181). .Sparks. ( Ihapter XXVI. Inman, Old Santa Fe Trail. Burtiess, Middle Period. Chapters XIII. X\ . W 1. WH. Coman. 243, 244. School texts and other references l»v the teacher. TOPICS FOR STL l)^ WD HECllATluX 1. Note character, number, direction ol (low. and relative |)osition of rivers of tlie Soiilhwesl: Red. Nueces. Pecos, Kio Grande. Arkansas. Missouri, Colorado and branches. 2. Discuss their vahie as bi<;h\va\s for emigration. 3. Compare and contrast the Rockies with the Ap- palachians as to effectiveness as barriers. 4. Same with the Pacific Coast ranjie. 5. Discuss the character of llie phiins as r«-laled lo ease of emigration and attractiveness for settlemeiil. 6. Trace the "Old Santa Fe Trail." \cc<»unl for its location. Tell of its historv- characler oi travel. daiit:ers. im- portant stations, and importance in the settlemeiil ol the Southwest. 7. Veeount (or liie location and piosperil\ ol Kan- sas Citv. or Westporl or Inde|)endeiiee. as it was tii<'ii ealltMJ. Santa I'e. 8. Follow the (lila Trail"" tn.m Santa Fe l(» llie Coast. y>. W lial a! lirsl atlractcd people lo the (ii la region'.'' IN AMERICAN HISTORY 67 10. Trace the 'Old Spanish Trail" and lell why it vva^ developed. 11. Geojiiaphic factors which brought on the war with Mexico. 12. Geographic controls in the campaigns ol the war with Mexico. 13. Terms o! the treaty of Gaudalupe Hidalgo, 184(S and significance. 14. Geographic factors in the Gadsden Purchase in 1853. See Semi>le. pp. 232-233. NOTEBOOK WORK Write a paper to siiow geogra|»hical and ethnic lac- tors which led to the settlement, friction of settlers, and ultimate ainiexation of the Southwest to the I niled Stales. THINGS TO THINK ABOUT 1. Is our present boundary between Mexico politi- cal or is it geographical^ Wlivy 2. Is Mexico a geographical unit, or is it a geo- graphical part of the I'nited States? Why? 3. See if you can justify the annexation of Texas and the Southwest. 1. In the light of this politico-geographic law, pre- viously stated, which is as lollows — "The tendency of vig- orous and growing peoples is to expand uniil they have Hlled up a natural geographical unit" — what do you think will be the ultimate solution of the Mexican and Gentral American problem? r>. Has the construction of the Panama canal intro- duced any new features into the situation? If so, with what effect? 68 GEOGRAPHIC FACTORS PROBLEM XXXI (ieographic Factors in ihe Expansion to the Pa- cific West and Northwest. Kciereiice: Semple, Chapter XI. Burgess, Middle Period, Chapter XIV. Parkmau, Oregon Trail. Coniaii, pp. 244-248. Sparks, Chapters XXV, XXVII, XXVIII. School texts and other references by the teacher. TOPICS FOR STUDY AND RPXITATION 1. Note the interlacing of tributaries of the Mis- souri and Columbia. Significance? 2. Tell of Lewis and Clark's tri|) lo the "Oregon Country" in 1805. 3. Geographical reason for the founding of Astoria in 1811. 4. Why was the northern route in less favor than the southern route, which came to be known as the famous "Oregon Trail?" 5. Tell of the resources of the Northwest and of the natural rivalry between the English and Americans. What agreement with reference to occupation was reached in 1818. 6. What advantages of marketing did the Oregon country have over the north central Mississij)|)i Valley which attracted settlers. 7. Note here again we have an ethnic or sub-racial migration similar to that into the Texas country, then the demand that the flag follow the emigrants and almost al the same time of the movement into Texas. 8. Tell of the settlement of the "Oregon Question" of 1848. IN AMERICAN HISTORY 69 9. Note the geographical unity of Oregon and north- ern CaUfornia, which accounted for the overHovv into the latter state. Why was the Old California Trail develoj3- ed? Its terminus? 10. What was the attitude of the Californians toward their central government at Mexico? Why? Dis- cuss the sentiment of California toward the United States. How was California finally welded to the Union? 11. Discuss the effect upon immigration of the dis- covery of gold at Sutter's mill in 1848. Note tliat in 1845 the total foreign male population of California M'as 680. Some ot these were English and Russians, hut most were Americans. What was the total population in 18.50? 12. Give geograi)hical reasons for the fact that Cali- fornia was admitted into the Union in 1850 and Oregon in 1859, both located on the extreme western boundary, while out of the great intermediate territory only one state (Kansas in 1861), not touching the Mississippi, was admit- ted until 1876? 13. Show the influence of geographical factors in the provisions of the Compromise of 1850. 70 GEOGRAPHIC FACTORS PROBLEM XXXII Geograjiliir Fartors in the Develo|nnenl of the !?eparali8l Feeding on the Pari of* the South. |{efpreiice: .Semi)le, pp. 280-284. Hart, Slavery and Abolition, Ciiapters IV. V, VII, Vlll, IX. \. Khodes, History of the United State.s, Vol. I. Chapter IV. Uii Bois, Suppression of the .Slavt; Trade, ( the Mississippi and the extension ol their means ol transportation ptit them in more inlimate ton"h with the Kasl. Review the feeling of New En'ilaiid with reference to the policy of the government in the malirr of trade rela- tions with Kngland during the administrations o( Jefferson and Madison, which culminated in the War of 1812. and which dissatisfaction finally expressed itself in the Hart- ford (Jonvention. This feeling of separateness and resentment tf)ward tilt' National government showed itsell in the attitude of (/e()rgia in Indian affairs and about 1860 in I he historv ot (laltfornia and the Oregon counlry. It is not to he wondered at that in a country so vast in extent and so varied in resources, occupations, etc.. a seition should at times feel that its interests woidd be bet- ter serverl bv having a government of its own. with legis- lation more peculiarly ada|)ted to its |)articular problems. IN AMERICAN HISTORY 71 It requires a wide grasp of the situation lo see that, alter all. tne United States is a geographic unity with the interests ot its ditierent sections, complementing eacli other in such a way that in the long run the interest of eacli is hest served hy a union of all. The national feel- ing is a fruit produced in an advanced stage ot evolution. Its growth at times is retarded by the feeling on ihe pari of a section that its very existence is dependent upon a particular industry, whose value other sections may not un- derstand, or at least disapprove of its method of fostering. The influence of geographic environment is nowliere more evident than in the alienation of the North and the South from 1820 to 1860. In the South we have more Puritans settling than iu the North. We have the Puritan ship owner of the North taking the lead in the slave trade in its early inception. Yet after the North finds slavery unsuited to its peculiar geographic environment, and after having built up an economic situation based upon free labor, its vision becomes sufficiently clarified to seethe moral as well as the ec(momir weakness of slavery, and it takes the lead in the anti-slavery propaganda. On the other hand, at the time of franiing of the constitution we find nowhere a keener sense of the evil of slavery, morally and economically, than on the part of the South. Most of the states south of Mason and Dixon's line were looking toward the abolition of slavery and its leaders were active and open in anti-slavery agitation. Yet when the later development of the South showed its adaptability to producing certain widely used staples which demanded unskilled labor, and the use of this labor seemed to be the sole means of develo|)ing its re- saurces, it changed its attitude toward slave labor, lost sight of its ultimate economic effects and the in >ral is- sues involved to the extent that it believed its verv exist- ence depended upon the continuation of slavery, and finally came lo the belief that its interests would be I'elter served by separation into a nation with an economic system whose cornerstone was slaverv. The student of the underlying causes of histf)rv finds much of interest in the events which led up to the war Itelween the slates and may have a good many prejudices removed. Geographic environnieni is a might v force in determining what men believe lo be right and wronir. since it is easy to believe that what seems to be profitable 72 GEOGRAPHIC FACTORS to US is right and wlmt is unpioiitaltle is wrong. Such a study should broaden vision and sympathy, and, if causes are traced to the root, cannot resuh in sectional antagon- ism. TOPICS FOR STUDY AND RECITATION Make a study of the South. In tliis study it is well to keep in mind the tools and methods used during the period before 1860 in the planting, cultivation, harvesting and marketing of these crops. Note the kind of labor re- quired. 1. The tobacco plant. a. Planting. b. Cultivation. c. Method of ridding of insect enemies. d. Harvesting. e. Drying. /. Value to the South. 2. Kice. a. Where planted. b. (Cultivation. c. Harvesting. d. Threshing. e. Value of crop. A general or superficial study of method of produc- tion of these crops will not suffice. Take the tobacco plant for instance: The seeds are first sown in an especially prepared hot-bed; from this they are trans[)lanted to a field. This transplanting had to be doiu^ bv hand, but need not be an especially skillful one. The principal tool for cultivation was the hoe. At a certain stage of cidtiva- lion the Hower buds must be picked off, another process which no machine can perform. A little later certain leaves are removed, called "topping." "Suckers" appear in the axils of the leaves and were plucked out. The enemy of the tobacco leaf is the "tobacco worm," a long green worm the si/e of small finger, which had to be removed by hand. The hnest ({ualitv ol leaf is secured if picked at a particular stage of its growth nf>t all the leaves ripen at the same time. Where it is desired to get an es- pecially fine produci. the laborer looked over the plants day by day and cut off only the single leaves as thev rip- ened. The other method of harvest, called "stalk cutting," IN AMERICAN HISTORY 73 was done wilh knife or saw and required hand work. Thus it is evident that in llie cultivation of toliacco very little machinery could be used but the work could be done by an unskilled laborer. A detailed study of rice, sugar cane and cotton will reveal the same requirements. 3. Sugar cane. a. (Uimatic conditions. b. Method of planting. c. (Cultivation. d. Preparing for the mill. c. How made into a hnished product. /. Value of cro|). 4. C-otton. (I. Climate. I). Planting. c. Cultivation. d. Picking. ('. Preparing for market. 5. The South now has factories, especially along the "'fall line" cities. She has mineral resources which she is developing, at Birmingham for instance. The most corn produced on one acre has been in a southern state and some of the best corn land in the country is in Louisiana. She is near the top in the production of citrus fruit^;. How do you account for the fact that these industries were insignificant before 1860? 6. Compare the character of the development of in- orts may we expect to see develo|)ed? IN AMKKir.AN HISTOin HA H. As a result ol our Gulf an(J Pacific expansion, what new language has come into extensive coniniercial use? NOTEBOOK WORK Write a term paper on the topic 'Expansion of the American People." showing the geographic factors in the expansion: (I. Trans-Alleghanv. />. Irans-Mississippi. c. On the r^acific. (l. Pacific Ocean. (>. Onlf «.r IVi<>\ico. H '^ 89- f,^ r^^ t^ HECKMAN BINDERY INC ^ DEC 88 ^^^ jy - *, Mif' N. MANCHESTER, „ o ^ ^^ °^ — *^ mniANA 46962 ^\ . y«o_ *>>